can be found at:Focus on Autism and Other Developmental DisabilitiesAdditional services and information for

at PENNSYLVANIA STATE UNIV on March 6, 2014foa.sagepub.comDownloaded from This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented with students who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students with ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design was employed. A functional relationship between Direct Instruction and reading comprehension skills and behaviors was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. Individuals with developmental disabilities often have diffi-culty comprehending text. Developmental disabilities (DD)include mental retardation, attention-deficit/hyperactivity disorder (ADHD), and autism spectrum disorders (ASD). Kan-ner (1943) initially observed difficulties in reading compre